The Complexity of Chemistry and Implications for Teaching

Gabel, Dorothy L.

doi:10.1007/978-94-011-4940-2_15

Cited by 141 publications

(115 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because the focus of this review article is visuospatial thinking in chemistry, this section is not a comprehensive review of students' alternative conceptions in chemistry (see Gabel, 1998;Garnett, Garnett, & Hackling, 1995;Krajcik, 1991). Research on students' conceptions about matter (Andersson, 1990;Stavy, 1991;Taber, 1998), substances (Solomonidou & Stavridou, 2000), particles , stoichiometry (Huddle & Pillay, 1996;Tingle & Good, 1990), and chemical equilibrium (Hackling & Garnett, 1984;Wilson, 1994) will not be discussed in detail.…”

Section: To What Extent Do Conceptual Errors In Chemistry Arise From mentioning

confidence: 99%

“…Chemical representations can be categorized into three levels: the macroscopic, microscopic, and symbolic levels (Gabel, 1998;Gabel, Samuel, & Hunn, 1987;Johnstone, 1982Johnstone, , 1993. Chemical representations at the macroscopic level refer to pictures or diagrams that represent observable phenomena.…”

Section: Difficulties In Comprehending and Interpreting Representationsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring visuospatial thinking in chemistry learning

2004

View full text Add to dashboard Cite

ABSTRACT:In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 2D and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students.

show abstract

Section: To What Extent Do Conceptual Errors In Chemistry Arise From mentioning

confidence: 99%

Section: Difficulties In Comprehending and Interpreting Representationsmentioning

confidence: 99%

Exploring visuospatial thinking in chemistry learning

2004

View full text Add to dashboard Cite

show abstract

“…13 De qualquer perspectiva que se investigue, é fato que professores pesquisadores e profissionais de química necessitam ter o domínio de expressar os conhecimentos químicos pela articulação das três dimensões da realidade: macroscópica, submicroscópica e representacional. 1,[13][14][15][16][17] Dessa forma, reforça-se o paradigma de que a utilização de visualizações em situações estruturadas de ensino seja bastante produtiva para os estudantes se apropriarem das formas de pensamento químico. Ressaltando que, para que isto ocorra, os professores de Química, durante a sua formação, devem apropriar-se destas representações, sendo capazes de elaborar seus significados relacionados à realidade.…”

Section: "Estamos Certos Que é Possível Articular Fundamentos Episunclassified

Explorando as percepções de professores em serviço sobre as visualizações no ensino de química

Vasconcelos

Arroio

2013

Quím. Nova

View full text Add to dashboard Cite

“…Representation of materials chemistry lesson is divided into three levels, namely symbolic, microscopic and macroscopic (Gabel, 1998;Gilbert and Treagust, 2008;Johnstone, 2000;Treagust and Chittleborough, 2001). Guided discovery model application can support and facilitate students in understanding the microscopic level and the process used multimedia in the form macromedia flash to orient students on the issue in the beginning of the lesson and provide a fuller explanation at the end of the lesson.…”

Section: Introductionmentioning

confidence: 99%